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Alisa Boon and Wade Gilbert
The purpose of this paper is to share recommendations from youth sport coaches and administrators on using the United Nation’s Millennium Development Goals (UN MDGs) for teaching citizenship through youth sport. Fourteen semi-structured interviews were conducted with coaches and administrators from one region of the American Youth Soccer Organization. Although only one of the 14 participants was aware of the UN MDGs, every one of them was able to provide at least some specific recommendations for integrating citizenship into youth soccer. Opportunities and challenges for integrating citizenship into coach education programs are discussed based on the results of the present study and related literature on teaching life skills through sport.
Mike Sheridan and Wade Gilbert
Rachael Bertram and Wade Gilbert
Continuing professional development (CPD) for sport coaches has been defined as all kinds of professional learning that occurs after initial certification (Nelson et al., 2006), and includes both non-formal and informal learning situations. Despite the fact that within the past decade there has been an increasing number of studies on these learning situations, learning communities as a type of CPD have received little attention. Therefore, the purpose of this paper is to share initial observations and lessons learned from creating and implementing sport coach learning communities. In addition, this paper extends the dialogue on learning community implementation and assessment. Our learning community efforts were formulated around five key guidelines: (1) Stable settings dedicated to improving instruction and learning, (2) Job-alike teams, (3) Published protocols that guide but do not prescribe, (4) Trained peer facilitators, and (5) Working on student learning goals until there are tangible gains in student learning.
Wade Gilbert, Ronald Gallimore, and Pierre Trudel
Repeated calls have been made by prominent sport and education associations for the creation of ongoing professional development networks and learning communities for youth sport coaches. The purpose of this paper is to propose a learning community approach to coach development that complements large-scale coach education programs. This concept paper is organized into three sections followed by a brief summary. The three sections are: (a) overview of the effectiveness of community-based learning research on teacher development, (b) overview of how community-based learning literature has informed coach development initiatives, and (c) suggestions for how a learning community approach could be practically implemented in a typical youth sport setting.